Flipping and still learning: experiences of a flipped classroom approach for a third-year undergraduate human geography course

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped classroom application in a third year undergraduate human geography course that challenges conventional thinking and practice in resource management, including an explicit focus on the marginalization of Indigenous knowledges in that context. The flipped classroom trial included empirical research with teachers and students to gauge the strengths and weaknesses of this mode of learning. Interviews, focus groups, surveys, reflections and participant-observation activities were conducted before, during and after the course. The research shows that this particular implementation of the flipped classroom approach generated multiple experiences for teachers and students, some constructive, others less so. Overall, space, time and flexibility matters not only to the kinds of pedagogical tools we employed to tailor learning to students’ differing needs, but also to the kinds of learning spaces – online and offline, individually and in groups – in which learning happens.     

A New Model of Executive Power: A Montesquieuan Explanation of the Obama Presidency

Abstract

The perennial concern over executive overreach continues well into Obama's presidency, leading many to wonder if the “unitary executive” is here to stay. Discussions of executive war powers focus on three models. The Hamiltonian perspective gives presidents the lead position in foreign affairs; the second model, following Madison, presents Congress as the leader when initiating hostilities. Finally, Jeffersonians present emergency powers as extra-legal, giving presidents a sphere of actions that cannot be contained within constitutional discussions. Problematically, current scholarship implicitly or explicitly grounds these explanations in Locke's political philosophy. This occurs despite a dearth of references to Locke during the Constitutional Convention and infrequent references to his thought during early debates over executive-congressional divisions of war powers. Comparatively, all of these seminal American figures frequently mention Montesquieu, often fighting over the specifics of his theory. While scholars widely acknowledge this influence, they rarely mention him during discussions of war powers or the nature of executive power in general. This article examines the Montesquieuan understanding of executive power and shows how this model represents a viable alternative to the Lockean one. Most importantly, examining the executive from a Montesquieuan perspective provides solutions to current problems that the Lockean perspective does not.     

Make good choices,kid: biopolitics of children's bodies and school lunch reform in Jamie Oliver's Food Revolution

In recent debates surrounding childhood nutrition and US school lunch reforms, the child's body serves as a contested battleground in a destructive politics of blame over obesity and diabetes. Scalar discourses of the body play a significant role in constructing food-related problems and their solutions. We illustrate our claims through a critical analysis of Jamie Oliver's Food Revolution; a celebrated national television program centered on chef Oliver's attempts to address childhood nutrition through school lunch reform. Informed by Foucault's biopolitics, our analysis highlights how moralizing scalar discourses of the body frames nutrition as an individual problem of personal choice. Food politics, when played out at the scale of young bodies, masks class divisions, marginalities, and governmental policies that structure access to nutritious food in the US school lunch system. Increased attention to biopower, scalar politics, and the political economy of childhood nutrition in the space of US public schooling challenges naturalized ideologies of food choice that regulate and delimit change to the scale of the body.